Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,2. communication, 3. collaboration, and 4. creativity and innovation.

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

The Power of Our Questions

QUESTIONS TO EXTEND THINKING

SPREAD the LOVE

Introduce your partner to the other people at your table.

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers

.59 22

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers

.59 22

10

Identifying Similarities and Differences

What processes can students engage in to identify similarities and differences?

Comparing

The process of identifying and articulating similarities and differences among items.

Classifying

The process of grouping things into definable categories on the basis of their attributes.

Creating Metapho

rs

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogie

s

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

Similarities and DifferencesAnalogies

dime is to dollar as a decimeter is to meter

What is the common relationship?

Similarities and DifferencesAnalogies

putter

putter is to a set of golf clubs

as 2 is to the set of primes

2, 3, 5, 7, 11, 13, …

What is the common relationship?

Hey…This looks familiar…

Which of the high yield

instructional strategies do

you see in this structure?

PAGE 7

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers

.59 22

HIGH-Yield Instructional Strategies

Stool – 42 cm

LaToya – 159 cm

Shoulder – 135 cm

Counter – 73 cm

Silk – 108 cm 42+ 135 177- 108 69- 73 4 cm below

Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding

Prepared for the Instructional Coaches of

ATLANTA PUBLIC SCHOOLS by Dan Mulligan, Ed. D.

September 2012

THINKING GOES TO SCHOOL:Research-based Strategies to Improve Achievement

ALL means ALL

Session 1:The Overview

4 – second partner

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2

comfortable seats and relax.*Please bring your handout and a pen(cil)!

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers .59 22

HIGH-Yield Instructional Strategies

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

WHY ACADEMIC VOCABULARY?

Find another 4-second partner Tell them who you are and one summer joy; Find 2 seats.

Tell a chain story about the process of photosynthesis…

…without using words that begin with:

P, L, T, S

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Science

Experiment

Hypothesis

Energy

Electron

DissolveAtmosphere

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Health/PE

Wellness

Equipment

Body Mass

Nutrition

EnduranceMovement

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

FINE ARTS

ILLUSION ARCHITECTURE

VISUAL

COMPOSER

MELODY

RHYTHM

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Grade 9 English

Summarize

Hyperbole

Inference

Opinion

Irony

Repetition

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

CIVIC DUTY LAWS

GLOBAL ECONOMYPRIVATE PROPERTY

CONSUMER RIGHTS

PATRIOTISM

U.S. History

Great Sites for Imageshttp://etc.usf.edu/clipart/index.htm

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers

.59 22

Instructional Strategies that Facilitate Successful Inclusion Must …

Supply students with STRUCTURE and ORGANIZATION

Encourage student COMMUNICATION and COLLABORATION

Provide students with VISUAL and HANDS-ON learning experiences

ORGANIZATION

Glossary in the back of the notebook for Essential Vocabulary

MIND Notebook Rubric

SPREAD the LOVE

Form teams of (4) four people at your table.

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28Nonlinguistic representations .75 27Cooperative learning .73 27*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23Questions, cues, & advance organizers

.59 22

KEY QUESTION: Why are common assessments so important?

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”

Rick Stiggins, Assessment Trainers Institute

WHY do we ASSESS:1. INFORM INSTRUCTIONAL

DECISIONS

2. ENCOURAGE STUDENTS TO TRY

Talk to Me…Directions– Form a team of EIGHT (8) people…– Determine the person with the most sisters and

then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!!

– Determine the person with the least sisters and send them to pick-up a grid sheet for each person.

– Distribute a grid sheet to each team member.

Follow-up Debriefing

Each pair should share with your other team members the method you used to graph the figure.

Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

Prepare for a “pairs choice of method” with a new graph.

Key Question

Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to

self-assess your initial strategy?

Formative AssessmentFormative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Student opportunity to reflect on what was clear and what was confusing…

Plan of Action: Clear message to the student that this is a beginning…not an end…

Discussion question: Are assessments considered a ‘pit stop’ of learning or an end of learning in your school/class?

MOTOR

MOUTH

Things associated with school

BooksReport Cards

TeachersSchool Bus

CafeteriaPencilsErasers

Things associated with shapes

QuadrilateralVertex

Three-dimensionalAngleArea

Right Triangle

Things associated with numbers

DecimalPrime

Perfect SquareNumeratorDivisible Integers

Even

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar Dan